I JUST WANT YOU TO FIX UP SOME THINGS BY LOOKING AT THE FEEDBACK MY TEACHER HAS GIVEN ME AND BY LOOKING AT THE EXAMPLE I HAVE PUT FOR ALL OF THESE
FOR THE SIMILARITIES AND DIFFERENCES I PUT:
the question was:
Considering the grading criteria, revise your response to the following prompt: In relation to your selected theme, explain the similarities and differences that you observe between ‘The Third of May 1808,’ by Francisco Goya and "Guernica" Pablo Picasso based on information from your sources. Note: Your response should be six to eight sentences and include in-text citations when using one of your sources to support your ideas.
I PUT:
The Third of May and the Guernica paintings have certain things in common. Both paintings represent horrific events that occur during war. The two paintings depict massacres that happened in Spain to innocent people who were caught unaware. The dark colors used in both paintings represent the great tragedies that the people faced at the time of the events. However, the paintings are different since the Third of May is more naturalistic, while Guernica has very abstract differences that can be linked to the styles adopted by the painters (Buchanan, 2018). The Third of May is naturalistic since images such as those of people and castles are very clear, while in Guernica’s painting, the images of animals, humans, and buildings are not clearly visible. The two aspects impact the emotions evoked by the artists in the two paintings.
AND THE TEACHER HAD SAID:
You have started to explain similarities and differences between your cultural artifacts, though you will want to continue examining specific details of each work with support on what these two works have in common and how they differ. For this critical element, you are required to implement through a paraphrase or quote with an accompanying citation (see pages 3.2.2 and 3.2.3) details about how these artifacts compare. Think back to what you learned about how your artifacts uniquely express your chosen theme. To begin your comparison, jot down a short list of similarities and differences. For example, how does each use symbols to express the theme? How are those elements similar and different? A secular poem may describe an experience that relates to the same theme that a religious sculpture personifies (death, e.g.). Perhaps two paintings express the same theme in different ways because of their differences in cultural background and historical context, too. Remember that you will need to use at least one of the three scholarly sources you located to help you discuss similarities and differences. Be sure to check out the sample response on page 4.1.2 to help guide you.
ON PAGE 3.2.2 IT BASICALLY SHOWS EXAMPLES OF USING QUOTATIONS
Example 2: The common theme shared by both of these works is patriotism. 2- According to John Kronlokken (2014), “Holst set this melody to Cecil Spring Rice’s text ‘I Vow To Thee My Country’ in 1921, and it instantly became a symbol of English identity.”
THE FIRST SENTENCE IS THE CLAIM AND WHERE I PUT THE 2- IS THE QUOTATION .
PAGE 3.2.3 IS JUST THE SAME THING IT HAS HOW TO USE IN TEXT CITATIONS:
In her article in U.S. News & World Report, Stacey Boyd (2014) observes, “Concentration, strong recall skills, evolved communication skills, and being a good team player are just a few of the benefits research shows music, foreign language and physical education have on a developing mind” (para. 7).
PAGE 4.1.2 HAS AN EXAMPLE OF SIMILARITIES AND DIFFERENCES:
Despite one work being English and the other American, both “Jupiter” and Westward manifest the theme of patriotism in similar ways. Both works are tinged by war, the music composed during WWI and the mural finished at the start of the American Civil War. According to Jim Yancy (2016), Holst’s piece, after being “adapted to fit a poem by Sir Cecil Spring-Rice, ‘I vow to thee, my country,’ … became associated with the strong patriotic feelings resulting from the human cost of World War I.” Leutze’s mural was similarly influenced by war; he included a young Black male who had not been present in his original study (Smithsonian American Art Museum, 2012). According to a researcher from the Smithsonian American Art Museum (2012), “In the context of the Civil War, the artist’s freedman was an ideologically charged image … For Leutze, the figure of emancipation resonated with a distinctive meaning in the nation’s capital.” These works also have their differences: while Holst’s work “embodied everything that it meant to be an Englishman in post WWI era” (Kronlokken, 2014), Leutze’s mural wears the theme with a more intrepid spirit. Westward’s depiction of pioneers heading west to settle the land (along with the previously mentioned inclusion of a freedperson) creates a patriotic idea of pressing forward, growing, and conquering obstacles. “Jupiter,” on the other hand, captures the spirit of coming together as Englishmen and doing one’s best to resume normal life after the destruction of WWI, with sections of Holst’s composition likely intended to represent everyday life in the town of Thaxted (Kronlokken, 2014).
EXAMPLE FOR THIS IS:
Despite one work being English and the other American, both “Jupiter” and Westward manifest the theme of patriotism in similar ways. Both works are tinged by war, the music composed during WWI and the mural finished at the start of the American Civil War. According to Jim Yancy (2016), Holst’s piece, after being “adapted to fit a poem by Sir Cecil Spring-Rice, ‘I vow to thee, my country,’ … became associated with the strong patriotic feelings resulting from the human cost of World War I.” Leutze’s mural was similarly influenced by war; he included a young Black male who had not been present in his original study (Smithsonian American Art Museum, 2012). According to a researcher from the Smithsonian American Art Museum (2012), “In the context of the Civil War, the artist’s freedman was an ideologically charged image … For Leutze, the figure of emancipation resonated with a distinctive meaning in the nation’s capital.” These works also have their differences: while Holst’s work “embodied everything that it meant to be an Englishman in post WWI era” (Kronlokken, 2014), Leutze’s mural wears the theme with a more intrepid spirit. Westward’s depiction of pioneers heading west to settle the land (along with the previously mentioned inclusion of a freedperson) creates a patriotic idea of pressing forward, growing, and conquering obstacles. “Jupiter,” on the other hand, captures the spirit of coming together as Englishmen and doing one’s best to resume normal life after the destruction of WWI, with sections of Holst’s composition likely intended to represent everyday life in the town of Thaxted (Kronlokken, 2014).
ANOTHER THING IS FOR THE HISTORICAL CONTEXT I HAD SUBMITTED:
The Third of May and Guernica paintings have a historical context of war between two countries. Guernica depicts a scenario that occurred during the Spanish Civil War. The painting depicts the bombing of Guernica by the German and Italian air forces at the request of the Spanish Nationalists (Rhodes, 2013). The Third of May has a historical context of war between France and Spain. It depicts the Spanish insurgents’ execution by the French troops. (Zappella, 2015).
BUT MY TEACHER SAID:
You’re off to a good start in this section. You’ve started to outline some background information, but here is a place you could expand more on your research. In this section you can elaborate further on how the historical context impacted both the artifacts and the theme- exploring the time period and characteristics of the era. Using your resources, you will want to explain how the time period influenced the work as well as how the artists’ personal lives influence the creation of the work and the theme.
THE EXAMPLE FOR THIS SAYS:
The historical context of “Jupiter” is inseparable from World War I. According to John Kronlokken (2014), “Gustav Holst penned The Planets from 1914-1916, but it was not publicly premiered until 1919, right as Europe found itself rebuilding from the devastation of World War I.” Emanuel Leutze’s mural, Westward the Course of Empire Takes Its Way, was painted in the U.S. Capitol in 1862, “during of one of the most tumultuous times in American history; the onset of the Civil War” (Smithsonian American Art Museum, 2012).
FOR THE MEDIUM I PUT:
The Guernica is a mural-sized oil canvas painting measuring 3.5 m by 7.8m (Rhodes, 2013). The artist utilized the grisaille technique to paint his work in only black and white to symbolize mourning, death, and tragedy, as he believed that using bright colors would distract the viewer from the agony depicted in the scene (Xifra & Heath, 2018). The medium of the third of May is oil on canvas that measures 268 x 347 cm and utilizes the Romanticism style. Romanticism style emerged with the Romanticism art movement that promoted the artists’ expansion of emotions with scenes of horror, anger, suspense, or love. The Third of May captures feelings of fear and despair through gestures, expressions, and poses of those waiting to die.
BUT MY TEACHER SAID:
To take this part of the project one step further, you will want to connect how the medium impacts the work and its presentation of theme. Are there specific examples you could share of how the medium affects the theme? Also, you want to use your source material to help support the points you make. Think back to what you have studied about the ways to evaluate an artist’s use of the medium. For example, in visual art, we look at the materials like oil paint or marble and the ways they were used, like color, line, shape, symmetry, texture, balance, space, etc. For literature, the medium is the type of literary work, such as poetry, short story, letter, or biography, and a writer uses literary devices like metaphors, imagery, or symbolism. On page 3.2.4, you are reminded to use at least two specific examples for each artifact to help your reader see the choices the artist made in this specific medium to create meaning in this work. Remember, this section also requires source material to support your response.
PAGE 3.2.4 TALKS ABOUT:
In this last research-heavy paragraph, you want to use your sources to inform your reader about the ways in which each artist, writer, or composer uses their medium. For this element, be sure to do the following:
1. Describe the artistic medium, such as the type of literature, music, or sculpture, through which each work was created.
2. Discuss how the medium of each work communicates some aspect of its meaning.
AN EXAMPLE:
To create meaning in “Jupiter,” Holst makes the unusual choice of adding a folk melody into the mostly traditional composition. He fuses “the intellectual styles of his contemporaries and nationalistic folk sensibilities together to embody everything that it meant to be a modern Englishman in the post WWI era” (Kronlokken, 2014). Westward the Course of Empire Takes Its Way comes to us in the form of a mural, and a large one at that. “The work … is of monumental proportions measuring approximately twenty feet in height and thirty feet in length” (Smithsonian American Art Museum, 2012). According to the Architect of the Capitol website (n.d.), “Leutze painted the mural using a German technique called stereochromy, in which pigments are applied to plaster and sealed with waterglass, a silica solution that preserves and enhances the colors.” Stereochromy as a technique of painting gives the mural extra brilliance and permanence. The mural’s great size, along with its prominent location in the west stairwell of the House of Representatives (Smithsonian American Art Museum, 2012), makes the work—and its meaning—impossible to ignore.
FOR MY THESIS I PUT:
The two paintings depict the unpleasant reality of war by depicting horrific scenes of brutality against innocent people.
MY TEACHERS FEEDBACK WAS:
For your thesis statement, be sure you clearly identify each work and the common theme. You also want to make sure you explain what point you are making about this common theme. What is it that you are going to say about these artifacts and their shared theme? Beyond noting that they share a theme, what is the point you want to make about these two artifacts and the theme. Make a claim that can be argued and relate to your artifacts and theme clearly. Be specific—something you can use evidence to defend and something else you could use different evidence to argue against. Referencing something specific about the historical context, the creators, or what eras are captured in these works may help you communicate a more arguable thesis statement. Use your research to guide you.
EXAMPLE IS:
Despite utilizing completely different mediums and having creators separated by decades of time and leagues of ocean, both “Jupiter” and Westward the Course of Empire Takes Its Way evoke the theme of patriotism through their war-time influences and the promotion of national identity.
FOR THE AUDIENCE I PUT:
The ideal audience for the presentation is patients and their families. War has a direct and indirect impact on populations. The patients seeking healthcare are impacted directly, while families suffer indirect consequences, but attention to both parties is significant to health and patient outcomes.
TEACHER SAID:
For this section of the project, you want to be a bit more specific. Why might this group be interested in this theme? How will you prepare to represent the artifacts and theme to the audience? What does your research suggest?
FOR THE EXAMPLE FOR THIS IT SAYS:
The ideal audience for my presentation would include anyone who has (or is interested in developing) a sense of belonging to their nation. This presentation may also appeal to people interested in the historical events surrounding my works. These history buffs could benefit from learning how war-time events informed the works’ presentation of patriotism, while anyone else could develop a stronger sense of (or at least an appreciation of) national or group identity by studying how patriotism is evident in these works and others throughout the humanities.
FOR MY MESSAGE I PUT:
The message will be adjusted by making peace the key point. The horrific events portrayed in the paintings will be discussed in the context of war brutality and the need to prevent such occurrences in society. For example, the Third Day of May is considered an anti-war statement despite the depiction of the most chilling images. The images have been interpreted as criticism of nations that wage war on others and human beings that inflict pain on others (Zappella, 2015).
TEACHER SAID:
Everything looks good so far in this section but be sure to also focus on your message. What do you want to convey about your theme? You did well discussing how you will approach your audience, as well as showing careful consideration of how the audience will receive the message most effectively. In the final draft, an Exemplary response will show a sophisticated understanding of ways to effectively communicate with your identified audience and will make your message clear to that audience. For example, as shown on page 4.1.2, aim to make your message more relatable by explaining concepts with your audience’s needs or beliefs in mind.
PAGE 4.1.2 THE MESSAGE EXAMPLE SAYS:
To tailor my presentation for my audience and make it more understandable and relatable, I will try to connect the patriotism evident in my works to positive examples of recent patriotic activity, such as the recent coming together of multiple fire departments to battle wildfires sweeping North Carolina and Tennessee. I will be cautious and respectful when discussing delicate topics such as how the manifest destiny concept evident in Leutze’s mural negatively impacted Native Americans in the West. These edits should be made to make my presentation relatable and accessible to anyone in my audience regardless of their views or heritage.
TRY TO USE SOME OF THE SAME RESOURCES AS POSSIBLE BECAUSE FOR MY REFERENCE LIST I HAVE PUT (THEY ARE THE SAME ONES YOU HAVE GIVEN ME BEFORE):
Brauman, R. (2019). Oases of Humanity and the Realities of War: Uses and Misuses of International Humanitarian Law and Humanitarian Principles. Journal of Humanitarian Affairs Volume, 1(2), 43–50. https://scholar.archive.org/work/3ft4f2bgfrcondcmo2oqgbnf6q/access/wayback/https://www.manchesteropenhive.com/downloadpdf/journals/jha/1/2/article-p43.pdf
Rhodes, R. (2013). Guernica: Horror and inspiration. Bulletin of the Atomic Scientists, 69(6), 19–25. https://journals.sagepub.com/doi/abs/10.1177/0096340213508672Sandman, T. (2023). How violence dis/appears in narratives on war-like operations: a conceptual framework. Critical Military Studies, 9(3), 285–305. https://www.tandfonline.com/doi/abs/10.1080/23337486.2021.1985288
Zappella, C. (2015). Francisco Goya, The Third of May 1808. Smart History. https://smarthistory.org/goya-third-of-may-1808/
(PLEASE DO THIS ASSIGNMENT STEP BY STEP HOW I PUT IT)
NEEDED BY FRIDAY AFTERNOON PLEASE
PLACE THIS ORDER OR A SIMILAR ORDER WITH NURSING TERM PAPERS TODAY AND GET AN AMAZING DISCOUNT
